CALIFORNIA DEPARTMENT OF EDUCATION Tom Torlakson, State Superintendent of Public Instruction Smarter Balanced Assessment Update California Mathematics Council – South Conference Palm Springs, California October 24, 2014 Jane Liang, Ed.D. California Assessment of Student Performance and Progress (CAASPP) Office California Department of Education

TOM TORLAKSON State Superintendent of Public Instruction Overview Smarter Balanced Assessment System Smarter Balanced Summative Assessments Smarter Balanced Formative Assessment Practices Smarter Balanced Interim Assessments 2

TOM TORLAKSON State Superintendent of Public Instruction A Balanced Assessment System Common Core State Standards specify K-12 expectations for college and career readiness Common Core State Standards specify K-12 expectations for college and career readiness All students leave high school college and career ready Teachers and schools have information and tools they need to improve teaching and learning Interim assessments Flexible, open, used for actionable feedback Summative assessments Benchmarked to college and career readiness Educator resources for formative assessment practices to improve instruction 3

TOM TORLAKSON State Superintendent of Public Instruction Smarter Balanced Summative Assessments Grades: three through eight and eleven Subjects: English–language arts and mathematics Form: computer adaptive testing (CAT) Item types: –Selected response –Short constructed response –Extended constructed response –Technology enhanced –Performance task 4

TOM TORLAKSON State Superintendent of Public Instruction Smarter Balanced Summative Assessments (cont.) Accessibility: embedded and non-embedded –Universal tools –Designated supports –Accommodations Practice and Training Tests –Include all accessibility supports –Allow teachers and students to experience the features, functionality, and item types –Available on Educational Testing Service CAASPP Web site at 5

TOM TORLAKSON State Superintendent of Public Instruction Smarter Balanced Formative Assessment Practices Formative assessment is a deliberate process used by teachers and students during instruction that provides actionable feedback that is used to adjust ongoing teaching and learning strategies to improve students’ attainment of curricular learning targets/goals. It is also called “assessment for learning.” 6

TOM TORLAKSON State Superintendent of Public Instruction Smarter Balanced Formative Assessment Practices (cont.) Four Attributes of the Formative Assessment Process: Clarify intended learning Elicit evidence Act on evidence Interpret evidence 7

TOM TORLAKSON State Superintendent of Public Instruction Digital Library Resources: Sources –Developed by State Network of Educators (SNE) –Commissioned modules Types –Instructional –Professional learning –Combination 8 Smarter Balanced Formative Assessment Practices (cont.)

TOM TORLAKSON State Superintendent of Public Instruction Smarter Balanced Formative Assessment Practices (cont.) More than 2,200 resources are posted in the Digital Library. These resources are available to ALL California K–12 teachers. CAASPP coordinators are responsible for uploading the list of teachers who are to receive password to access the Digital Library. questions about Digital Library should be sent to 9

TOM TORLAKSON State Superintendent of Public Instruction What the Digital Library is not … A bank of assessment items A learning management system in which educators can register for training or receive credit by completing specific online courses A library for general public (will require registration and login ) A site to freely post resources 10 Smarter Balanced Formative Assessment Practices (cont.)

TOM TORLAKSON State Superintendent of Public Instruction Interim Assessments Interim Comprehensive Assessments (ICAs) –Use the same blueprints as the summative. –Provide information regarding student readiness for the end-of-year summative assessment. Interim Assessment Blocks (IABs) –Use the same targets, by grade level, as the summative blueprints. –Consist of short, focused sets of items. –Provide information about a student’s strengths and needs in relation to the standards. 11

TOM TORLAKSON State Superintendent of Public Instruction Rollout of ICAs and IABs Available to California teachers in January Initial item pool will be limited in depth. Initial ICAs and IABs will be in a fixed format. As the item pool grows, ICAs and IABs will become available as CATs. 12 Interim Assessments (cont.)

TOM TORLAKSON State Superintendent of Public Instruction Administration of ICAs and IABs: ICAs and IABs will be administered online only. The same teacher registration process as for the summative assessment will be used. ICA and IAB administration will use the same test delivery interface as the summative assessment. Testing intervals are determined locally. There are no restrictions on the number of times ICAs and IABs may be administered. The items are not secure. 13

TOM TORLAKSON State Superintendent of Public Instruction Grades supported by Smarter Balanced interim assessments: Interim assessments are available for grades K–12, but designed for grades three through eight and for high school. Administration of the interim assessments is not constrained by grade level: –The grade five ICAs/IABs, for example, can be administered to grades above or below grade five. –High school IABs, because they test content appropriate across grade levels, could be given in grades nine, ten, eleven, and/or twelve. 14

TOM TORLAKSON State Superintendent of Public Instruction Scoring and Results of the Smarter Balanced Interim Assessments Items are scored by the Smarter Balanced test delivery engine. Scoring of hand-scored constructed- response items and performance tasks is a local responsibility. Score reports are generated once the constructed-response item scores and performance task scores are input into the system. 15

TOM TORLAKSON State Superintendent of Public Instruction Interim Assessments (cont.) The ICAs and the IABs provide individual student results that teachers can examine in relation to the standards in order to adjust instruction. –ICA: Overall scale score and score of “Below” “At/Near” or “Above” Standard for each Claim –IAB: Score of “Below” “At/Near” or “Above” Standard for each Block 16

TOM TORLAKSON State Superintendent of Public Instruction Hand Scoring for 2015 Summative Assessment California educators are invited to participate in the hand scoring of California’s Smarter Balanced operational tests in spring If you are interested, please visit the CDE CAASPP Web page at and then select the “Coordinators, Admins, & Teachers” tab. 17

TOM TORLAKSON State Superintendent of Public Instruction Resources Join the CDE CAASPP/Smarter Balanced Electronic Mailing List CAASPP Office CDE CAASPP Web Page Smarter Balanced Assessment Consortium Web Site 18

TOM TORLAKSON State Superintendent of Public Instruction Questions and Answers Jane Liang, Ed.D. Mathematics Consultant California Assessment of Student Performance and Progress (CAASPP) Office California Department of Education